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The Drama Learning Pathway
Component
1: Section C
Component 3:
Scripted
Performances
Component
2: Devising
Theatre
Component
3: Continued
Component
1: Section B
Component
1: Section A
Physical
and Vocal
Skills The Core skills are
introduced to students.
‘Physical and Vocal skills’. Outlining the skills needed
and going to be worked on
for the course.
Exploration of how to use
both skills in practice.
What are the core skills in
Drama?
Commedia
Dell’arte and
Pantomime
Identifying the
essence of character
through stock
characters and
exploring them.
The ingredients of
Pantomime. Making the connections
from Commedia Dell’arte
to Pantomime.
Where does Pantomime
come from?
Character
Based
Development
Building on skills
outlined in ‘Physical
and Vocal skills’ to
inform character.
How can you build a
character in Drama?
Exploration of Naturalistic
techniques to create
character.
Application of prior
knowledge alongside
the implementation
of individual
creativity.
Physical and Vocal skills
from prior knowledge are
being developed to explore
chorus work.
Greek
Theatre
Where does modern
theatre stem from? The history of theatre.
Non-naturalistic theatre
techniques to communicate
meaning to an audience.
Mortem
Manor
How can you create
tension?
The application of tension
within narration writing.
Setting the outlines to create an
atmosphere from the physical and
vocal skills.
Exploration of Tension
and atmosphere in
hypothetical scenarios.
Theatre
Evaluations
How do you
evaluate theatre?
Identifying and
evaluating physical
and vocal skills,
learnt previously.
Analysis and
evaluation of a
theatrical
performance.
Gatsby Benchmark 4
We look at the jobs roles available in the
amphitheatre which are still available
today in the arts.
Embedding
literacy skills
to be developed
later and
deployed at
GCSE.
Heroes and
Villains in
the Everyday
How can Drama be
used to reflect and act
upon changes to
society and the way
we choose to live?
Mantle of the expert
approach to
learning, giving
students the position
to make change.
Building on the
non-naturalistic
techniques explored
in Greek Theatre to
communicate
meaning in a
Brechtian way.
Introducing the idea
of stewardship and
environmental
responsibilities.
Homelessness
Can Drama be used
to reflect on
humility and
compassion?
Introduction of Design
elements within theatre to
enhance a performance.
Foreshadowing options at
GCSE for non-performers.
Cultural appreciation
of others in less secure
situations is developed
safely through practical
and verbal exploration.
Building on
Stanislavskian
techniques in
‘Character Based
Development’ to
perform
naturalistically.
Gatsby Benchmark 4
We look at the careers behind the
scenes in theatre, lighting, costume
and set design.
Shakespeare
Introduction of restoration
theatre through Shakespearian
texts.
Stage combat elements introduced building on the
foundations of tension work from ‘Mortem
Manor’.
Working on layering techniques,
specifically the addition of physical
skills alongside spoken text.
Can Shakespeare be fun?
Gatsby Benchmark 4
Guest speaker from the
director of Winchester’s Hat
Fair, and theatre maker
Andrew Loretto.
Text
Study
How are Drama
writings reflective
of society and
social change?
Exploration of Text
through Prior knowledge
of naturalistic techniques
in ‘Character Based
Development’ and
‘Homelessness’.
Cultural understanding
of segregation and
racism within everyday
life.
Noughts and Crosses
by Malorie Blackman.
Celebrities
and Social
Media
The application of non-naturalistic
Brechtian techniques to communicate
character, this develops skills from
’Greek Theatre’, ‘Commedia Dell’arte’
and ‘Heroes and Villains in the
Everyday’.
Taking topical material
and forming innovative
ideas for performance
around them, building on
skills from ’Introduction to
Devising’.
How can Drama be representative
of the modern world?
Engaging short lessons to keep
students focussed on education in
all aspects before options begin.
Non-
Naturalistic
Theatres
Exploration of abstract
conventions and modern
forms of theatre that don’t
fit the conventional
mould.
Introduction to Theatre of
Cruelty, Theatre of the ab-
surd and Theatre of the
oppressed.
What is there beyond a
naturalistic performance?
Application of Different theatre
styles to Metamorphosis by
Stephen Berkoff.
Theatre in
Education
What are other
applications for
theatre, beyond just
entertainment.
Developing
Physical and
Vocal skills in a
new style not
previously
explored.
Exploring ways
to communicate
meaning to a
young audience.
A focus on stories with
morality at their centre.
The elements of TIE are
introduced
Introduction
to Devising
Introduction to devising
theatre and the process
of creation involved.
Analysis for what
skills are best
deployed to a
performance based
on style.
Opportunities to
apply knowledge
of practitioners in
practice.
How can we
make theatre?
Gatsby Benchmark 4
Experience touring a
Theatre in Education
performance to local
Primary schools as a
performance troupe.
Theatre
Evaluations
How do you
evaluate abstract
theatre?
Identifying and
evaluating physical
and vocal skills,
learnt previously.
Analysis and
evaluation of a
theatrical
performance.
Developing
literacy skills
to be deployed
at GCSE.
Scripts in
Practice
How do you interpret
the work of others to
communicate meaning?
Routing a performance in a
chosen style linking back to
‘Theatre in Education’,
‘Non-naturalistic Theatres’,
‘Celebrities and Social
Media’, ‘Shakespeare’,
‘Homelessness’, ‘Mortem
Manor’, ‘Character Based
Development’ and ‘Physical
and Vocal Skills’.
Independent, pair and
group opportunities.
Developing performance
skills previously learnt.
Design routes for non-
performing students.
Group work, taking inspiration from stimuli to
create a performance entirely made by the students
of the group.
This part of the course is worth 40% of the GCSE, it
involves one performance and a portfolio as a
record of how you made the performance. It is
made up like this:
10% - Performance
10% - Section 1 (portfolio)
10% - Section 2 (portfolio)
10% - Section 3 (portfolio)
Total = 40%
Links back to each scheme
of work previously covered
and builds specifically on
theatre styles. Students can
deploy a range of tech-
niques within this compo-
nent, and showcase an ex-
tensive range of skills as
per the continuation of
physical and vocal skills up
until now.
Design options accessible for this part
of the course and build upon prior
knowledge and experiences.
How do you create a performance and
communicate meaning to an audience?
Gatsby Benchmark 4
We look at the jobs roles and responsibilities
of workers in contemporary theatre.
Theatre
Evaluations
Continuation of the
development in analysis
and evaluation skills.
By this time students
should be able to access
the visual content of a
performance and assess
the strengths and
weaknesses of their chosen
methods and styles.
How do you evaluate the
strengths and weaknesses
of a performance?
Students will be able to
make connections between
skills they are working to
master and the
performance they are
viewing using them
effectively.
Practical
Study: The
Crucible
Exploring In depth the so-
cial, cultural, historical
and political aspects of the
play by Arthur Miller.
Making foundations of
knowledge and
understanding of The
Crucible in preparation
for Section B of the
written exam.
Building on skills first
Introduced in ‘Text
Study’. Links back to
‘Physical and Vocal skills’.
How do we approach a
text?
This Component of the course draws on the practical
application of physical and vocal skills outlined at the
beginning of the learning pathway.
It Platforms the development and mastery of skills from
‘Homelessness’, ‘Commedia Dell’arte’, ‘Character Based
Development’, ‘Greek Theatre’, ‘Mortem Manor’,
‘Non-Naturalistic Theatres’ and most obviously ‘Scripts
in Practice’.
Students are Externally assessed by a visiting examiner,
similar to an audition process.
Performance route
and Design routes are
available for this
component.
Worth 20% of the
overall GCSE.
A live theatre evaluation
question which is one of 6
to choose from. There will
often be a range of
questions from acting to
design skill.
Developing and
Finalising the skills
needed for section C of
the written exam, build-
ing on prior knowledge in
‘Theatre Evaluations’.
Analysis and Evaluation
of the work of others is
put to the test and
reflections regarding the
effective deployment of
skills and style to
communicate meaning
will be assessed.
Preparation
for the first
part of the
exam, 4, 4
mark
questions, all
multiple
choice.
Knowledge of Job
roles and theatre
terminology, which
has been continually
embedded in the
language of the
content delivery will
be assessed.
This final stage of the learning is Incredibly
important as it provides students with the
time to consolidate their knowledge and
understanding of ‘The Crucible’ by Arthur
Miller.
It synthesises the knowledge in order to
respond to questions in the exam. ‘Physical
and Vocal skills’ offers the foundation for
success here, mastery and evolution in the
application of student knowledge will come
from the continuation of these skills in the
remaining branched out areas that stem from
this.
Key
Theatre Trip Scheme of Learning Careers Opportunities
Theatre Workshop
Splendid Theatre Company come into
school to work with students and share
ways of devising theatre.
Recommended